In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observe: In my placements I have seen the game of school practiced often. First, at least 2 times I have observed my students watching movies. One related to the content, the other just for fun. It was bribe. If the students worked hard on their test, they were rewarded with a movie. Another game of school move I have seen is students doing worksheets and answering questions out the chapter review as the main way to learn content. Also, I often see the advisory period used mainly as a study hall/ chat with your neighbor time. Also, my CT told me that Fridays weren't good days to observe because " I won't see any great pedagogical techniques being used", code for friday I don't teach. I don’t really see my CT fighting hard again the game of school. Sometimes, my CT plans really cool demonstrations that engage the student. This really works to grab the students’ attention.
Reflect: Observing the game of school in action makes me see how bored and disinterested the students are in the subject. When I see the game of school approach, my mind immediately leaps to what I would do differently in this situation. It has also made me realize that it takes much more hard work to make biology as a subject fun and really engaging during the beginning months where there is a lot memorization. I can see why many teachers just stick to the text and try to push through it. It is hard to make learning the parts of a cell, relevant to teenagers’ lives. I realize that if you really want to make learning meaningful and fun you need to work extra hard. Also, I’ve realized it hard for teachers to realize when they are getting burnt out. It takes a unique and reflective individual to realize when they need to switch it up or make a change.
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observe:
In my placements I have seen the game of school practiced often. First, at least 2 times I have observed my students watching movies. One related to the content, the other just for fun. It was bribe. If the students worked hard on their test, they were rewarded with a movie. Another game of school move I have seen is students doing worksheets and answering questions out the chapter review as the main way to learn content. Also, I often see the advisory period used mainly as a study hall/ chat with your neighbor time. Also, my CT told me that Fridays weren't good days to observe because " I won't see any great pedagogical techniques being used", code for friday I don't teach. I don’t really see my CT fighting hard again the game of school. Sometimes, my CT plans really cool demonstrations that engage the student. This really works to grab the students’ attention.
Reflect:
Observing the game of school in action makes me see how bored and disinterested the students are in the subject. When I see the game of school approach, my mind immediately leaps to what I would do differently in this situation. It has also made me realize that it takes much more hard work to make biology as a subject fun and really engaging during the beginning months where there is a lot memorization. I can see why many teachers just stick to the text and try to push through it. It is hard to make learning the parts of a cell, relevant to teenagers’ lives. I realize that if you really want to make learning meaningful and fun you need to work extra hard. Also, I’ve realized it hard for teachers to realize when they are getting burnt out. It takes a unique and reflective individual to realize when they need to switch it up or make a change.